Detalhes bibliográficos
| Ano de defesa: |
2022 |
| Autor(a) principal: |
REIS, Tereza Sabina Souza
 |
| Orientador(a): |
SILVEIRA, Francisca Morais da
|
| Banca de defesa: |
SILVEIRA, Francisca Morais da
,
LEAL, Carlos dos Santos,
OLIVEIRA, Ilma dos Santos,
ZAQUEU, Livia da Conceição Costa,
MONTEIRO, Karla Bianca Freitas de Souza |
| Tipo de documento: |
Dissertação
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Universidade Federal do Maranhão
|
| Programa de Pós-Graduação: |
PROGRAMA DE PÓS-GRADUAÇÃO EM FORMAÇÃO DOCENTE EM PRÁTICAS EDUCATIVAS - PPGFOPRED
|
| Departamento: |
DEPARTAMENTO DE PSICOLOGIA/CCH
|
| País: |
Brasil
|
| Palavras-chave em Português: |
|
| Palavras-chave em Inglês: |
|
| Área do conhecimento CNPq: |
|
| Link de acesso: |
https://tedebc.ufma.br/jspui/handle/tede/4995
|
Resumo: |
In autism, sensory processing disorders that make up one of the diagnostic criteria bring significant damage to the overall development of this population. This research aimed to analyze the interface between sensory integration and the process of including children with ASD in day care. Based on this ideal, a dialogue was established between the fields of education and neuroscience, specifically the Sensory Integration Theory. Since the difficulties in planning and executing pedagogical practices with these children have been constantly mentioned in teachers' reports. In the methodological design, action research and document analysis were chosen. Through the analysis of the documents, it is inferred that the conceptual construction of disability and autism, as well as the elaboration of public and educational policies aimed at this population, has walked together with changes in paradigms in force at each time, concomitant with scientific studies. On the other hand, with action research, it was possible to perceive the need for acquisition and construction of knowledge that teachers present in relation to school inclusion and that the theoretical support offered by the theory of sensory integration is capable of contributing to the inclusion of the child. with TEA. Therefore, the results were significant in the intentional change in teaching practice, induced by the investigative process of action research, the teachers were instigated to reflect and criticize their own practices, allowing them to broaden their view and open up to the attitudes and experiences of their peers students. |
